PROTECTIVE PLAY: THE IMPACT OF A BEFORE-SCHOOL PLAY PROGRAM ON SIXTH-GRADE STUDENTS’ SOCIAL-EMOTIONAL WELL-BEING

<p>This mixed-methods study explored the impact of a daily thirty-minute before-school play program on sixth-grade students' social and emotional well-being, using the five CASEL core competencies and S.A.F.E. (Sequenced, Active, Focused, Explicit) framework as guiding principles. The study addressed the central research question: How does unstructured play before school influence students’ social-emotional learning (SEL) skills and well-being? Data was collected through student surveys, interviews with teachers, and observations to explore how play fosters SEL skill development. Play was found to offer an authentic environment for sixth grade students to actively practice SEL skills, fostering benefits in self-esteem, social connectedness, emotional regulation, and academic engagement. Teachers (3) and students (30) reported stronger relationships and motivation, though challenges with safety and logistics were noted. Recommendations include addressing barriers limiting equitable play access and offering structures to support similar middle school programs. The findings highlight the value of integrating unstructured play into school routines to improve student well-being and authentic application of SEL skills. </p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2024

Author dc:creator

• Dardovski, Luleta

Contributors dc:contributor

• Dr.Geri Chesner
• Dr. Stuart Carrier
• Dr. Virgina Zeitlan

• Play
• Social Emotional Learning
• Protective
• Recess
• Unstructured
• School
• SEL
• Curriculum and Social Inquiry
• Educational Leadership
• Elementary Education
• Other Education

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/869

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1933